EN
To construct a test in a good way it is not enough to be able to use the techniques of testing, but one should also be familiar with the specific features and characteristics of the measurement object. In the case of listening comprehension psycholinguistic research is the primary source of knowledge. The research shows that listening is an active, multi-level process of information processing taking place in the working memory involving different types of knowledge. Compared with reading, auditory perception requires greater cognitive involvement. Tests checking listening comprehension should allow for efficient and effective processing. Their correctness is of particular importance for the high-stakes exams, the results which determine the future fate of the candidates. This article is intended to provide answers to the following questions: Are the high school tests verifying the ability to listen constructed on the basis of the current state of research in the audio reception in a foreign language? Are psycholinguistic factors determining listening comprehension taken into account during test construction? Whether or not, and to what extent is the theoretical knowledge in the area of listening reflected in practice, i.e. in testing this skill.